IMPROVING TENSE ACHIEVEMENT OF THE XI APk 3 STUDENTS THROUGH DIALOGUE TEXTS WITH THINK-PAIR-SHARE TECHNIQUE AT SMK MUHAMMADIYAH 1 GENTENG BANYUWANGI

IMPROVING TENSE ACHIEVEMENT OF THE XI APk 3 STUDENTS
THROUGH DIALOGUE TEXTS WITH THINK-PAIR-SHARE TECHNIQUE
AT SMK MUHAMMADIYAH 1 GENTENG BANYUWANGI

THESIS

by
GALUH AYUNINGTYAS
NIM 070210401118

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
THE FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2012

IMPROVING TENSE ACHIEVEMENT OF THE XI APk 3 STUDENTS
THROUGH DIALOGUE TEXTS WITH THINK-PAIR-SHARE TECHNIQUE
AT SMK MUHAMMADIYAH 1 GENTENG BANYUWANGI

THESIS

Composed to fulfill one of the requirements to obtain S1 Degree at the English
Language Study, Language and Arts Education Department the Faculty of Teacher
Training and Education
Jember University

by
GALUH AYUNINGTYAS
NIM 070210401118

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
LANGUAGE AND ARTS DEPARTMENT
THE FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2012

ii

DEDICATION

This thesis is honorably dedicated to:

1. My beloved parents, Fatkurohman and Minuk Sri Haryati, thank you for your
love, sacrifice, never ending support, and everything that I cannot mention
one by one. I love you.
2. My beloved little brothers, Cahya Gemilar Amansyah and Danar Ilma
Firdaus.
3. My dearest sister, Syarfina Adhelia, thank you for all the sadness and
happiness that we have shared together for all this time. I love you.
4. My close friends; Nia Zerlinda Livia, Rimbi Budi Setiarini, Vivin Sutha
Yuliane, Dinda Ayu Sawita, and Dyah Ayu Wulandari; I will miss all the silly
and great things that we have done together for this five years. I love you all
girls.
5. All ERegTuS members. Thank you for your support and help. You are my big
family in Jember.
6. My Galih Setyohadi, thank you so much for your love and support that you
always give to me, for the happiness and laugh that you bring into my life, I
love you.

iii

MOTTO

Trully after a difficulty there is an easy way
(Q.S. Al Insyiroh : 6)

“Grammar is the greatest joy in life”
Mery Louise Streep (1949 - present)

“You are the driver, not a passenger in life… If you conceive it, you can achieve it…
That’s why I believe in you”.
The Brand New Heavies (1998)

iv

THESIS

IMPROVING TENSE ACHIEVEMENT OF THE XI APk 3 STUDENTS
THROUGH DIALOGUE TEXTS WITH THINK-PAIR-SHARE TECHNIQUE
AT SMK MUHAMMADIYAH 1 GENTENG BANYUWANGI

By

Galuh Ayuningtyas
NIM 070210401118

Consultants

First Consultant

: Drs. Bambang Suharjito, M.Ed.

Second Cosultant

: Dra. Wiwiek Istianah, M.Kes.,M.Ed.App.Ling.

v

APPROVAL OF THE EXAMINATION COMMITTEE
This thesis entitled “Improving Tense Achievement of the XI APk 3 Students through
Dialogue Texts with Think-Pair-Share Technique at SMK Muhammadiyah 1 Genteng
Banyuwangi in the 2011/2012 Academic Year”is approved and received by the
Examination Committee of the Faculty of Teacher Training and Education of Jember

University.
Day

: Wednesday

Date

: June 6th, 2012

Place : The Faculty of Teacher Training Education

Team of Examiners

The Chairperson

The Secretary

Dra. Musli Ariani, M.App.Ling.
NIP. 196806021994032001

Dra. Wiwiek Istianah, M.Kes.,M.Ed.App.Ling
NIP.19501017198503001

The members,
1. Dra. Siti Sundari, M.A.
NIP. 195812161988022001

1.

2. Drs. Bambang Suharjito, M.Ed.
NIP. 196110231989021001

2.

The Dean,
The Faculty of Teacher Training and Education

Drs. Imam Muchtar, S.H., M.Hum.
NIP. 19540712 198003 1 005

vi

SUMMARY

Improving Tense Achievement of the XI APk 3 Students through Dialogue Texts
with Think-Pair-Share Technique at SMK Muhammadiyah 1 Genteng
Banyuwangi

in

the

2011/2012

Academic

Year;

Galuh

Ayuningtyas,

070210401118; 2012: 68 pages; English Language Education Study Program,
Language and Arts Education Department, the Faculty of Teacher Training and
Education, Jember University.

This Classroom Action Research was intended to improve tense achievement
of theXI APk.3 students through dialogue texts with Think-Pair-Share Technique at
SMK Muhammadiyah 1 Gentengin the 2011/2012 academic year. Based on the
preliminary study in the form of interview with the English teacher of SMK
Muhammadiyah 1 Genteng Banyuwangi, it was revealed that the students of grade XI
of that school, especially class of XI APk 3 still had problems in comprehending the
English materials, especially grammar. It was found that the students’ scores of
English subject from daily tests were still low in which the students’ score were less
than the standard minimum scores of the English subject that was 65. Based on the
informal interview, she stated that tense was a part of grammar that was extremely
difficult for her students. Some of tenses that often made them confused were simple
present tense, present continuous tense, simple past tense, and present perfect tense.
They still got difficulties in using those tenses. The students could not differentiate
the usage of verbs in each of tense. Another problem that arises in that school was

that the way of the English teacher in teaching grammar, especially tenses. The
teacher still taught tense by the conventional method that was the lecturing method.
They explained about the sentence patterns then followed by some examples, and end
by giving exercises that were usually given in the form of separate sentences.

vii

Therefore, this conventional method often made the students difficult to apply the
patterns in real communication both in the written and spoken forms.
The data collection methods used tense achievement test and the observation
in the form of checklist to get the primary data. The data were analyzed statistically
and non-statistically. The action was implemented in two cycles in order to achieve
the objectives of this classroom action research. The first cycle was done in three
meetings including the test. The result of the tense achievement test in the first cycle
had not achieved the criteria of success of the research that was 70% of the students
got 65 or higher in the tense achievement test. The percentage of the students who got
score ≥ 65 was only 20 students or 58.8% of 34students. In addition, the results of the
classroom observation showed that 44.1% in meeting 1 and 52.8% in meeting 2 of the
students were active during the teaching learning process. It showed that there was
improvement of the students’ active participation from meeting 1 to meeting 2, but it

had not achieved the objective of the research that was 70% of the students who were
active in the tense teaching learning process.
Based on the results of the first cycle above, the second cycle was necessary
to be conducted. Some revision had been made to solve the problems found in the
first cycle. The tense achievement test and classroom observation in the second cycle
showed an improvement. In the tense achievement test result, the percentage of the
students who got score ≥ 65 in the tense achievement test was 25 students, or 73.5%
of34students. Furthermore, in the classroom observation, the students’ active
participation showed that 73.5% in meeting 1 and 82.4% in meeting 2 of the students
were actively participated in the teaching learning process. Thus, the result of the
observation in meeting 1 and meeting 2 had achieved the objective of the research.
Based on those results, it can be concluded that the actions in the second cycle were
successful because the results of tense achievement test and classroom observation
achieved the objectives of the research.
Finally, it can be summarized that the use of dialogue texts with Think-PairShare technique could improve tense achievement of the XI APk. 3 students and their
viii

active participation in the tense teaching learning process at SMK Muhammadiyah 1
Genteng Banyuwangi in the 2011/2012 academic year.

ix

ACKNOWLEDGEMENT

First and foremost, I would like to express my greatest gratitude to Allah the
Almighty, the most Gracious and the most Merciful. Because of His countless
blessing, mercy and grace, I can accomplish the writing of this thesis.
I also would like to express my great appreciation and sincerest gratitude to
the following people:
1. The Dean of the Faculty of Teacher Training and Education Jember
University;
2. The Chair person of the Language and Arts Education Department;
3. The Chair person of the English Language Education Study Program;
4. My supervisors, Drs. Bambang Suharjito, M.Ed. and Dra. Wiwiek Istianah,
M.Kes., M.Ed.App.Ling. for their guidance and valuable suggestions that led
me compile and finish my thesis;
5. My academic supervisors, Drs. Annur Rofiq, M.A.,M.Sc.
6. The lecturers of the English language study program who have taught and
given me a lot of knowledge,
7. The Headmaster, the English teachers and the students of class XI Apk. 3 at
SMK Muhammadiyah 1 Genteng Banyuwangi 2011/2012 Academic Year
who gave me permission and helped me to obtain the data for the research;
Finally, I hope this thesis will provide some advantages to the readers. Any
criticism, suggestions, and input will be appreciated to make this thesis better.

Jember, May 2012

The writer

x

TABLE OF CONTENTS
Page
COVER PAGE ....................................................................................................... i
TITLE PAGE ........................................................................................................ ii
DEDICATION ...................................................................................................... iii
MOTTO ................................................................................................................ iv
CONSULTANTS’ APPROVAL ...........................................................................v
APPROVAL OF THE EXAMINATION COMMITTEE ................................ vi
SUMMARY ......................................................................................................... vii
ACKNOWLEDGEMENT ........... .........................................................................x
TABLE OF THE CONTENTS ........................................................................... xi
LIST OF APPENDICES ................................................................................... xiv
LIST OF TABLES ..............................................................................................xv
LIST OF CHARTS ........................................................................................... xvi

I. INTRODUCTION
1.1 Research Background .......................................................................

1

1.2 Research Problems ............................................................................

6

1.3 Research Objectives ..........................................................................

6

1.4The Significance of the Research .......................................................

6

II. REVIEW OF RELATED LITERATURE
2.1 English Tense .....................................................................................

8

2.1.1 Simple Present Tense .................................................................

9

2.1.1.1 The Use of Simple Present Tense ..................................

9

2.1.1.2 The Principles of Simple Present Tense.........................

10

2.1.1.3 The Pattern of Simple Present Tense .............................

10

2.1.2 Present Continuous Tense .........................................................

12

xi

2.1.2.1 The Use of Present Continuous Tense ...........................

12

2.1.2.2 The Principles of Present Continuous Tense .................

13

2.1.2.3 The Pattern of Present Continuous Tense ......................

13

2.1.3 Simple Past Tense ........................................................................

14

2.1.3.1 The Use of Simple Past Tense ........................................

14

2.1.3.2 The Principles of Simple Past Tense ...............................

14

2.1.3.3 The Pattern of Simple Past Tense ...................................

15

2.1.4 Present Perfect Tense .......................................................................

17

2.1.4.1 The Use of Present Perfect Tense ...................................

17

2.1.4.2 The Principles of Present Perfect Tense..........................

18

2.1.4.3 The Pattern of Present Perfect Tense ..............................

19

2.2 Tense in English Language Teaching ..............................................

21

2.3 Texts ...................................................................................................

21

2.3.1 The Definitions of Text .............................................................

21

2.3.2 The Functions of Text ...............................................................

22

2.3.3 The Types of Text .....................................................................

23

2.3.4 The Dialogue Text.....................................................................

23

2.4 The Sources of Texts .........................................................................

24

2.5 Teaching Tense Through Dialogue Texts .......................................

26

2.6 Think-Pair-Share Technique ............................................................

28

2.6.1 The Meaning of Think-Pair-Share Technique ...........................

28

2.6.2 The Steps of Think- Pair-Share Technique ................................

28

2.6.3 The Procedure of Teaching Tense through Texts with TPS ......

30

2.6.4 The Advantages and Disadvantages of TPS Technique ............

31

2.7 The Students Active Participation in Teaching Tense ....................

32

2.8Action Hypotheses ...............................................................................

33

III. RESEARCH DESIGN
3.1 Research Design .................................................................................
xii

34

3.2AreaDetermination Method ..............................................................

37

3.3 Subjects Determination Method .......................................................

38

3.4 Operational Definitions of the Terms ...............................................

38

3.5 Data Collection Method .....................................................................

39

3.5.1 Primary Data ...............................................................................

39

3.5.2 Supporting Data .........................................................................

43

3.6 Research Procedure ...........................................................................

44

3.6.1 The Planning of The Action .......................................................

44

3.6.2 The Implementation of The Action ............................................

45

3.6.3 Observation and Evaluation .......................................................

45

3.6.4 Reflection of the Action .............................................................

46

3.7 Data Analysis Method ........................................................................

47

IV. RESARCH RESULTS AND DISCUSSION
4.1 The Results of the Actions in Cycle 1 ...............................................

48

4.1.1 The Results of Tense Achievement Test in Cycle 1 ...................

49

4.1.2 The Results of the Observation in Cycle 1 .................................

52

4.1.3 Reflection of Cycle 1 .................................................................

54

4.2 The Results of the Actions in Cycle 2 ...............................................

56

4.2.1 The Result of Tense Achievement Test in Cycle 2 .....................

58

4.2.2 The Results of the Observation in Cycle 2 .................................

61

4.2.3 Reflection of Cycle 2 ..................................................................

63

4.3 Discussion ............................................................................................

64

V. CONCLUSION AND SUGGESTIONS
5.1 Conclusion .........................................................................................

67

5.2 Suggestions ........................................................................................

68

REFERENCES ...............................................................................................

69

xiii

LIST OF APPENDICES

Page
A. Research Matrix ..................................................................................

73

B. Guide of Supporting Data Instruments ...............................................

77

C. The Guidelines of Students’ Active Participation Checklist ..............

78

D. The Names of the Students .................................................................

80

E. The Previous English Score ................................................................

81

F. Lesson Plan 1 (Cycle I, Meeting 1) .....................................................

82

G. Lesson Plan 2 (Cycle I, Meeting 2) .....................................................

98

H. Tense Achievement Test (Cycle I) ...................................................... 115
I. Lesson Plan 3 (Cycle II, Meeting 1) ................................................... 120
J. Lesson Plan 4 (Cycle II, Meeting 2) ................................................... 137
K. Tense Achievement Test (Cycle II) ..................................................... 154
L. The Result of Tense Achievement Test (Cycle I) ............................... 160
M. The Result of Tense Achievement Test (Cycle II) .............................. 162
N. The Result of Observation Checklist Cycle I Meeting 1 ..................... 164
O. The Result of Observation Checklist Cycle I Meeting 2 .................... 166
P. The Result of Observation Checklist Cycle II Meeting 1 ................... 168
Q. The Result of Observation Checklist Cycle II Meeting 2 ................... 170
R. The Samples of the Students’ Worksheet in Tense Test Cycle I ......... 172
S. The Samples of the Students’ Worksheet in Tense Test Cycle II ....... 175
T. Research Permission from the Dean of the Faculty of
Teacher Training and Education .......................................................... 178
U. Statement Letter of Accomplishing the Research from the Principal of SMK
Muhammadiyah 1 Genteng Banyuwangi ............................................. 179

xiv

LIST OF TABLES

Page
3.1 Table of Items Distribution of Tense Achievement Test in Cycle 1..........

41

3.2 Table of Items Distribution of Tense Achievement Test in Cycle 2..........

42

4.1 The Schedule of Activities in Cycle 1 .......................................................

48

4.2 The Result of the Students’ Tense Achievement Test in Cycle 1 ..............

50

4.3 The Schedule of the Activities in Cycle 2 ..................................................

57

4.4 The Revisions of the Implementation of the Action in Cycle 1 .................

58

4.5 The Result of the Students’ Tense Achievement Test in Cycle 2 ..............

59

xv

LIST OF CHARTS

Page
4.1Tense Achievement Test Result in Cycle 1 ...............................................

51

4.2 Observation Result in Cycle 1....................................................................

53

4.3 Tense Achievement Test Result in Cycle 2 ...............................................

60

4.4 Observation Result in Cycle 2....................................................................

63

xvi